Full Description
What are the best ways to enhance metacognition in the course of classroom teaching? This research-to-practice book shows how to go beyond simple student reflection to use any of 19 different practical strategies. Each chapter describes a different method, gives the research evidence to support the effectiveness of the method and then provides guidelines for implementation. You will learn about programs within traditional curriculum subjects, programs across the traditional curriculum, programs focusing especially on self-regulation, programs for disabled and special needs students, and programs embedded in a digital environment. You will also discover common features of the methods, so you can see the similarities across the methods and ultimately devise your own ways to develop metacognition and self-regulated learning. With the powerful practices in this book, students will develop a refined ability to think about how they think and learn, preparing them for their futures beyond school.
Contents
Contents 1. Introduction Section A: Programs within the Traditional Curriculum 2. Science 3. Mathematics 4. Reading Comprehension Section B: Programs Across the Traditional Curriculum (1275-word chapters) 5. Dialogue and Think-aloud; Talking with a partner while they execute the steps of a strategy 6. Questioning 7. Summarizing - including elaborating or organizing information 8. Modelling 9. Making predictions 10. Visualizing 11. Diagramming, concept maps, mind maps, geography maps, semantic webs, flow charts, and graphs 12. Mnemonics 13. Self-assessment 14. Peer Assessment Section C: Programs Focusing Especially on Self-regulated Learning 15. Metacognition and Decision-making 16. Transfer of Metacognitive Skills Section D: Programs Focusing Especially on Disabled or Special Need Students 17. Metacognitive Strategy and Working Memory Training (1) 18. Metacognitive Strategy and Working Memory Training (2) Section E: Programs Embedded in Digital Technology 19. Hypermedia in Self-regulated Learning 20. Metacognition in Serious Computer Games 21. Discussion and Conclusion Appendix
